Topic: Listening Skills
NYS Standard 2: A Safe and Healthy Environment
Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them. Objective: Students will demonstrate active and passive listening skills. They will then analyse the benefits of having someone listen to them actively and the benefits of being an active listener.
Duration: Four 45 minute class periods
Grade Level: 8
Title: Sun (1 of 18)
TOPIC: Listening Skills
Materials/Web Resources:
Health Skills for Wellness textbook.
∙ The Prentice Hall, Enough copies of rubrics for each student to complete for each ∙activity (Day one: one passive listening and one speaking rubric each, Day two: one active listening and one speaking rubric each)
SmartBoard and accessories (ie. speakers)
∙
Assessment: The students will be assessed by their peers using the attached rubrics. The teacher will review all written responses and also give a separate grade for those assignments.
Title: Mar 13 ­ 8:18 AM (2 of 18)
Procedure: Day One
1. Students will read pp 120­124 in the Prentice Hall, Health Skills for Wellness textbook. 2. They will then be divided into groups of 3­4 and complete the questions listed
on slide # 7 . 3. Together the class will review their answers and discuss the up and coming activity where they will practice their passive/active listening skills and why they need to be practiced.
Title: Mar 13 ­ 8:18 AM (3 of 18)
Procedure: Day Two
1. Using the possible topics of discussion on slide #8 or coming up with their own topics, students must write two different conversations that they will be using in the passive/active listening activities. For each conversation the students should have a full page written in the journal section of their binders. (note: I have found if they do not write the selections out prior, many can not speak for the required amount of time.)
2. After their conversations are written. The teacher should show them the rubrics they will be using to grade each other and briefly explain how the activity will take place the following days.
Title: Mar 13 ­ 8:18 AM (4 of 18)
Procedure: Day Three
1. The classroom desks and chairs are set up in pairs that are facing each other prior to students entering the class.
2. When the students arrive they are to choose their partners and sit facing each other. They should have taken one of their conversations out of their binders to use as a reference during the activity. 3. The rubrics would be handed out to each student and labled correctly for grading purposes. 4. The teacher should review the guidelines on slide #9 for passive listening and then have students choose who will be the speaker first and who will be the listener first. 5. Using the timer on slide #12 begin the activity for for the first conversation. After the time is up (3 minutes) students should fill out the corresponding rubric to grade their partner. Repeat the same thing switching speakers and listeners in the second round.
6. At the end, both students should try to write as much as they can remember about the conversations on the back of their own listening rubric.
Title: Mar 13 ­ 8:18 AM (5 of 18)
Procedure: Day Four
1. The classroom desks and chairs are set up in pairs that are facing each other prior to students entering the class.
2. When the students arrive they are to choose their partners and sit facing each other. They should have taken one of their conversations out of their binders to use as a reference during the activity. 3. The rubrics would be handed out to each student and labled correctly for grading purposes. 4. The teacher should review the guidelines on slide #14 for active listening and then have students choose who will be the speaker first and who will be the listener first. 5. Using the timer on slide #17 begin the activity for for the first conversation. After the time is up (3 minutes) students should fill out the corresponding rubric to grade their partner. Repeat the same thing switching speakers and listeners in the second round.
6. At the end, both students should try to write as much as they can remember about the conversations on the back of their own listening rubric.
Title: Mar 13 ­ 8:18 AM (6 of 18)
Questions for review after reading pp. 120­124.
1. List three important communication skills.
2. Give an example of an "I" message. 3. How does active listening differ from just listening?
4. How can a willingness to compromise strengthen a relationship?
5. Do you think that a person's body language speaks louder than his or her words? Give an example to support your answer.
Title: Mar 13 ­ 8:18 AM (7 of 18)
TOPICS OF DISCUSSION
1.
Describe one of the funniest situations you have ever been in.
2.
Tell about the scariest thing that ever happened to you.
3.
Tell about the proudest moment in your life.
4.
Talk about someone you admire and why.
5.
Talk about your favorite actor, actress, movie and tell why you like this person or movie.
6.
In your opinion, what was the greatest moment in sports.
7.
Talk about your best moment in sports.
8.
What was your greatest accomplishment?
9.
What talents do you possess? Explain all about them.
10.
Talk about your favorite vacation.
11.
What is the worst time your’ve ever experienced.
12.
If someone gave you $100,000, what would you do with it?
13.
What is your greatest fear?
14.
If you could go anywhere in the world, where would you go and why?
15.
If you could change one thing about the world, what would you change and why?
Title: Oct 24 ­ 7:46 AM (8 of 18)
Passive Listening Skills
Make eye contact
Nod your head
Lean forward
Reflect your feelings with facial expressions
Use short encouraging verbal responses ("uh‐huh")
Title: Oct 24 ­ 7:32 AM (9 of 18)
Title: Oct 24 ­ 7:45 AM (10 of 18)
Title: Oct 24 ­ 7:44 AM (11 of 18)
Speaker must speak for 3 minutes Listeners, no talking
Title: Oct 24 ­ 7:20 AM (12 of 18)
ON THE BACK OF YOUR OWN LISTENING RUBRIC WRITE AS MUCH AS YOU CAN REMEMBER ABOUT THE STORY YOUR PARTNER TOLD YOU.
Title: Oct 24 ­ 10:46 AM (13 of 18)
Active Listening Skills
Make eye contact
Use verbal responses ("Really?", "I see," What happened next?")
Comment only on what is being said
Restate the speaker's ideas in your own words ("Do you mean...?")
Encourage more information ("Tell me about...")
Encourage the person to tell you about their feelings
Do not give your opinion in any way or pass judgement
Title: Oct 24 ­ 7:37 AM (14 of 18)
Title: Oct 24 ­ 7:45 AM (15 of 18)
Title: Oct 24 ­ 7:46 AM (16 of 18)
Speaker must speak for 3 minutes Listeners, no talking
Title: Oct 24 ­ 7:41 AM (17 of 18)
ON THE BACK OF YOUR OWN LISTENING RUBRIC WRITE AS MUCH AS YOU CAN REMEMBER ABOUT THE STORY YOUR PARTNER TOLD YOU.
Title: Oct 24 ­ 10:46 AM (18 of 18)